1 - 13 of 13
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Breaking out of a professional abstraction: The pupil as materialised object for teacher trainees

  • Sannino, A
  • 2008
2
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The mediating role of talk-in-interaction in guided lesson planning in a pre-service TESOL training course: An ethnomethodological and activity-theoretic perspective.

  • Morton, T, Gray, J
  • 2008
3
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Learning science to teach science: the role of school subject departments in ITE

  • McNicholl, J, Childs, A
  • 2008
4
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A contextual framework for standards

  • Kelly, B, Dunning, A, Hollins, P, et al.
  • 2006-01-01
5
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In-service training as cognitive apprenticeship

  • Berthén, D, Eriksson, I, Lindberg, V
  • 2008
6
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Dilemmas of mentoring in teacher education: constructing the object

  • Ottesen, E
  • 2008
7
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When third space is more than the library: The complexities of theorising and learning to use family and community resources to teach elementary literacy and mathematics

  • Norton-Meier, L, Drake, C
  • 2008
8
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The professional acculturation of internationally educated teachers in Canada: affordances, constraints and the reconstruction of professional identity

  • Deters, P
  • 2008
9
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Student teachers as ‘learners’: analysis of the relation between institutional and individual trajectories

  • Jahreie, C
  • 2008
10
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Contradictions and deviations from the traditional as sources of change in teacher education

  • Jóhannsdóttir, T
  • 2008
11
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Values and commitments: a sociocultural perspective on the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

  • Deignan, T
  • 2008
12
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A sociocultural analysis of teacher talk in inquiry-based professional development

  • Tasker, T, Davis, T, Johnson, K
  • 2008
13
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Boundary transformation in a school-university teacher education partnership: the potential of developmental work research in DETAIL

  • Ellis, V
  • 2008
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